Inclusion & Behaviour Support Manager (Term-Time)

Swale Academies Trust; West Lancashire; Remote; GBP 26,000 - 34,000; Part time

Benefits offered by this job

LGPS

Maternity Pay

Cycle to Work

On-site Parking

Employee Assistance

Job summary

The Holmesdale School in the United Kingdom is seeking an Intervention and Inclusion Room Manager to lead targeted behaviour interventions and monitor student progress within a designated community. You will coordinate interventions to help students access the curriculum and maintain positive discipline in the Inclusion Room.

The role involves working with families to support reintegration after suspensions, and providing robust support for attendance and academic outcomes in a dynamic school

Qualifications

• Experience in pastoral care and behaviour management.
• Ability to plan and lead targeted interventions.
• Strong communication with families to support reintegration after suspensions.
• Experience monitoring student behaviour, attendance and progress.

Responsibilities

• Pastoral care and academic progress of students across the Communities
• Leading on a variety of interventions to support students in accessing the curriculum
• Managing and leading the Inclusion Room to maintain appropriate tone and discipline
• Contributing to progress by managing student behaviour to ensure all work is completed
• Work closely with families to support reintegration after suspensions

Skills

Pastoral care

Behaviour management

Intervention planning

Family communication

Student progress monitoring

Job description

The Holmesdale School in the United Kingdom is seeking an Intervention and Inclusion Room Manager to lead targeted behaviour interventions and monitor student progress within a designated community. You will coordinate interventions to help students access the curriculum and maintain positive discipline in the Inclusion Room.

The role involves working with families to support reintegration after suspensions, and providing robust support for attendance and academic outcomes in a dynamic school